Suddenly, I felt a jerk up, which returned me to normal. I heard a clap above me, looked up, and saw a white canopy of the parachute. With some degree of distrust, I realize that the parachute opened. A quick inspection of my equipment showed nothing wrong. I relaxed and started to look around.
It was surprisingly quiet. There was no wind around me. I realized that it should be so, as I flew in wind flow at the same speed.
The plane was moving away. It was in front of and above me, and blacks dots separated from it and became the domes of parachutes. From the opposite side, I saw a row of domes under me, of those who jumped before. They were quite far away; the nearest one was at least a hundred meters aside.
We were taught to check that there were no parachutes near, above and below. Otherwise, there is a danger of collision. If there is a parachute nearby, you need to control your parachute to direct its movement away. However, there was all right there.
|Category||Adequate to good||Good to Excellent||Needs work|
The learner's ability to pronounce words shared by the people of a particular country or region of the language they are learning.
Good effort at accent. Quite close to that of a native speaker
Excellent effort at accent. Extremely close to that of a native speaker.
Limited effort at accent. Definitely a non-native speaker
The learner's ability to speak continuously by chunking and linking words together. For example, instead of saying very slowly, "I - am - poor. I - have - no - money" like a robot, a fluent speaker would say, "I'm poor because I don't have any money."
Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words
Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent
Speech is frequently hesitant with some sentences left uncompleted
The learner's ability to understand the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence
Able to identify and produce correct intonation, word stress and rhythm patterns with 50-90% accuracy.
Able to identify and produce correct intonation, word stress and rhythm patterns with 90-100% accuracy.
Able to identify and produce correct intonation, word stress and rhythm patterns with < 50% accuracy
The learners' ability to enunciate the various consonants, consonant blends, vowels, and vowel blends in words, words linked together, and words in sentences.
The pronunciation contained some individual word pronunciation errors. Around 3-4 errors
The pronunciation is exceptional and mirrors a native speaker. Shows a clear understanding of word stress and intonation. Only 0-2 errors
The pronunciation is inconsistent and made it difficult to understand. 5 or more errors